Children and Young People's Mental Health Settings: Context and Values

Module title	Children and Young People's Mental Health Settings: Context and Values
Module code	PYCM117
Academic year	2024/5
Credits	20
Module staff	Professor Hannah Sherbersky (Convenor)

Duration: Term	1	2	3
Duration: Weeks	0	10	10

Number students taking module (anticipated)	31

Module description

As a YIPP you will provide support and assistance to Clinical Psychologist(s) and the wider MDT in adolescent inpatient units and associated community-based treatment teams. You will provide evidence-based interventions under the direction of your supervisor(s). YIPPSs will operate at all times from an inclusive values base which promotes recovery and recognises and respects diversity. As a YIPP you will need to have a good understanding of your working context and how their role sits within both their local and national systems of care. The YIPPs will learn to demonstrate a commitment to equal opportunities for all and encourage children and young people’s active participation in every aspect of care and treatment. You will also demonstrate an understanding and awareness of the power issues in professional / trainee relationships and take steps in your clinical practice to reduce any potential for negative impact this may have. This module will, therefore, expose you to the concept of diversity, inclusion and multi-culturalism and equip you with the necessary knowledge, attitudes and competences to operate in an inclusive values-driven service. As a YIPP you will develop an understanding of your contribution to supporting young people in the context of a collaborating multi-disciplinary team. You will also need to understand the young person and family within the context of the inpatient unit, and start to have an understanding about how the inpatient unit milieu and environment may also be contributing both negatively and positively to the young person’s wellbeing.

Module aims - intentions of the module

To equip you as a trainee Practitioner with the necessary knowledge, attitude, and competence to operate effectively in an inclusive, values driven and multidisciplinary service
To equip you as a trainee Practitioner with the necessary understanding of the role of the Clinical Psychologist(s) and the Multi-Disciplinary Team in Inpatient Teams and Home-based Treatment Teams and with the necessary competence to support the work of the Clinical Psychologist(s) under supervision
To support you with an understanding of and ability to contribute to team working and to understand how the unit operates as a system
To develop an understanding of and ability to support the therapeutic milieu

Working with system:

To understand and learn to work with the family system and social context affecting the child/young person particularly the impact of parental mental illness, parental substance misuse, exposure to domestic violence, transgenerational trauma, and impact of social disadvantage
To understand factors relating to resilience in staff and children/young people
To demonstrate awareness of the neuropsychological aspects of childhood and adolescence (e.g., brain development) and general processes involved in childhood and adolescent development
To understand the role of advocacy relevant charities and self-help e.g., BEAT, Challenging Behaviour Foundation, Young Minds
To evidence knowledge of learning theory and how this links to behavioural management and interventions
To evidence knowledge of factors that promote well-being and emotional resilience, (e.g., good physical health, high self-esteem, secure attachment to caregiver, higher levels of social support)
To demonstrate awareness of normative/non-normative childhood and adolescent behaviour and difficulties across development
To demonstrate knowledge of child and adolescent development across physical, neurodevelopment, psychosocial, emotional, cognitive, and moral areas of development
To understand the impact of child abuse; neglect, emotional or physical abuse and neglect as well as sexual abuse/exploitation on child/young person’s development, relationships, and well-being
To understand the Impact of trauma on brain development, attachment, dissociation and possible re-enactment in relationships
To evidence the ability to respond to and manage concerns about safeguarding and child protection (in relation to emotional, sexual, and physical abuse and indicators of neglect
To understand group processes of patient mix, direct care staff, wider multidisciplinary team and interface with external teams and organisation

Team working:

Demonstrate an ability to work within the multi-disciplinary team(s) within this context
Demonstrate an ability to sustain a therapeutic social environment (therapeutic milieu)
Demonstrate an ability to co-ordinate with other agencies and individuals
Demonstrate an ability to manage endings Transition, admission, discharge care and liaison with the community MDT – From community to inpatient and back
To understand how to develop a relapse prevention plan and an ability to contribute to this in the context of a discharge to community services
To be able to identify indicators for discharge
To understand psychological problems associated with discharge
To understand and contribute to effective and timely pathways to discharge
To communicate and complete joint planning about discharge plans
To collaboratively support transfer of care between services (e.g. from community-based treatment to inpatient care and back to community, care support in school)

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Engage and involve children, young people and parents/carers in a way that maximises their collaboration and engagement in mental health services and related settings and contexts including an ability to maintain a professional and reflective relationship in the face of threats to its integrity or challenges to its boundaries
2. Understand and evidence the core principles of CYP-IAPT, including the use of routine outcome measures and the key principles of core, evidence-based practice / therapies
3. Support access to Children and Young Peoples Mental Health Services (CYPMHS) in a way that minimises disadvantage and discrimination
4. Effectively use self-reflection and supervision to process own emotional responses and enhance clinical work, practicing within level of competence
5. An ability to work from a position that recognises that Children / Young People have human rights and that decisions about their care should balance their safety (and possible restriction) with autonomy, independence and agency in their life with a compassionate and respectful attitude. Holding in mind the risk of the child/young person feeling that they have no choice or control over the ways services intervene, and to address this by conveying a sense that all parties can respect and learn from each others experience and expertise
6. An ability to work from a position that assumes that the difficulties experienced and expressed by children/young people can usually be understood in the context of their life experiences, values and background
7. An ability to work from a position that assumes that helping children/young people (and their families/carers) is best done by developing shared understanding and working collaboratively ensuring that the child/young person and their family/carers experience being understood, and taken seriously
8. An ability to recognise and value the strengths, resources and assets of the child/young person and their family/carers
9. An ability for the practitioner to reflect on their beliefs, attributions and assumptions about the factors that contribute to reducing distress and reflect on their reactions to the child/young person, and manage them in a way that delivers compassionate care
10. An ability to convey a sense of hope and optimism and maintain a style that is likely to be experienced as helpful by being consistently open, responsive and receptive

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

11. Review and evaluate established work and identify some of the strengths and weaknesses of this work

ILO: Personal and key skills

On successfully completing the module you will be able to...

12. Record accurately interviews and questionnaire assessments using paper and electronic record-keeping systems
13. Evaluate your strengths and weaknesses, challenge received opinion, develop your own criteria and judgement, and seek and make use of feedback

Syllabus plan

The module content, module-specific learning objectives, style of delivery and assessment for this module are informed by the National Curriculum for Youth Intensive Psychological Practitioners. Teaching content will include:

Knowledge of systemic orientation
CYP services context & principles – local & national
Service role of the YIPPS & overview of other relevant mental health roles
Multi agency working & navigation (including context of service delivery)
Legal/professional issues, (incl. legal framework, ethics, confidentiality, capacity/consent, safeguarding etc.)
Overview of CYP MH interventions, therapies & evidence base
Diversity and Culture, social inclusion
Caseload & clinical management, use of supervision, liaison & clinical decision-making
Child, youth and family development and transitions
Working with families and systems
Service user involvement
CYP mental health policy
Collaborative practice/working and participation
Reflective practice
Outcomes-informed practice
Multi-disciplinary teamwork in Inpatient Teams and Home-based Treatment teams and working relations between these teams

Knowledge will be learnt through a combination of lectures, seminars, discussion groups, guided reading, and independent study.

Skills based competencies will be learnt through a combination of clinical simulation in small groups working intensively under close supervision with peer and tutor feedback and supervised practice through supervised direct contact with service users in the workplace.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
90	110	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching	80	Practical classes: these will be used to develop clinical competencies through tutor supervised small group role-play, lectures and seminars
Scheduled learning and teaching	10	Tutorials these will take the form of small group sessions led by the tutor
Guided independent study	40	Reading and preparation for seminars and/or flipped classroom delivery model
Guided independent study	40	Self-practice and self-reflection on role plays of assessments with fellow students undertaken outside of teaching sessions
Guided independent study	30	Develop an understanding of service-related clinical protocols, policies and procedures to inform practice, and develop knowledge of role

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Practice outcome document: Trainees will be required to demonstrate competence in the clinical practice outcomes related to working effectively in teams, supporting transitions, working with systems. The supervisor will sign off this formative POD once they are satisfied the trainee has demonstrated competence in all areas	Contingent on practice	1-13	Written and verbal
Supervisor report	1000 words	1-13	Written and verbal

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
0	50	50

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Group presentation of a service related problem-based learning task (e.g. review an MDT decision making process about a YP due for discharge, or describe the steps taken by an outreach service to avoid admission for a YP)	50	30 mins	1-13	Written and oral
Project write up / reflective analysis (1000 words)	50	1000 words	1-13	Written
	0
	0
	0
	0

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Group presentation (50%)	Group or individual presentation	1-13	Four weeks from the date feedback was provided
Project write up / reflective analysis (50%), 1000 words	Project write up / reflective analysis	1-13	Four weeks from the date feedback was provided

Re-assessment notes

In all cases re-assessment will be the same as the original assessment, although it may be appropriate for there to be an individual reassessment of elements of the group presentation. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.

If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.

If you pass re-assessments taken as a result of referral (i.e., following initial failure in the assessment), the overall module mark will be capped at 50%.

If you fail re-assessments taken as a result of referral (i.e., following initial failure in the assessment), you will be failed in the module and the programme.

Indicative learning resources - Basic reading

General:

Bennett-Levy, J., Richards, D., Farrand, P., Christensen, H., Griffiths, K., Kavanagh, D. J., Klein, B.,Lau. M. A., Proudfoot, J., Ritterband, L., White, J., & Williams, C. (2010). Oxford guide to low intensity CBT interventions. Oxford University Press
Burton, M., Pavard, E., & Williams, B. (2014). An introduction to child and adolescent mental health. Sage
Carr, A. (2000). What works with children and adolescents? A critical review of psychological interventions with children, adolescents and their families.Routledge
Cartwright-Hatton, S., Laskey, B., Rust, S., & McNally, D. (2010). From timid to tiger. A treatment manual for parenting the anxious Child. Wiley
Cooper, M., Hooper, C., & Thompson, M. (2005). Child and adolescent mental health. Theory and practice. Hodder Arnold
Dogra, N., Parkin. A., Gale, F., & Frake, C. (2002). Child and adolescent mental health for front-line professionals. Jessica Kingsley Publishing
Kendall, P. C., & Hedtke, K. A. (2006). The coping cat workbook(2^nd Edition). Workbook Publishing
Kendall, P. C., & Hedtke, K.A. (2006). Cognitive behavioural therapy for anxious children: Therapist manual. Workbook Publishing
Kennerley, H., Kirk, J., & Westbrook, D. (2016). An introduction to cognitive behaviour therapy: Skills and applications. Sage
Martel, C. R., Addis, M. E., & Jacobson N. S. (2001). Depression in context: Strategies for guided action. W W Norton and co
Myles, P., & Rushforth, D. (2007). A complete guide to primary care mental health. Robinson
Roth, A., & Fonagy, P. (2006). What works for whom? (2^nd edition). Guildford Press
Stallard, P. (2002). Think good, feel good: A cognitive behaviour therapy workbook for children and young people. John Wiley & Sons
Stallard, P. (2002). A clinicians guide to think good, feel good: Using CBT with children and young people. John Wiley & Sons
Webster-Stratton, C. (2004). How to promote children’s social and emotional competence (7th edition). Sage Publications

Working with families and systems:

Fonagy, P. and Target, M. (2005). What works for whom: a critical review for children and adolescents. London: Routledge
Dallos, R. and Draper, R. (2010) An introduction to family therapy and systemic practice. Buckingham: OUP
Day, R. (2010) Introduction to family processes. New York: Routledge.
Rivett, M. and Street, E. (2009) Family therapy: 100 key ideas and techniques. London: Routledge
Rivett, M and Street, E. (2003) Family therapy in focus. London: Sage
Smith-Acuna, S. (2011) Systemic theory in action. New Jersey: Wiley and Sons
Sprenkle, D. and Piercy, F. (2005) Research methods in family therapy. New York: Guilford
Gehart, D. (2010) Mastering competencies in family therapy. Belmont CA; Brooks/Cole, Cengage Learning
Patterson, J.; Williams, L.; Edwards, T.; Chamow, L and Grauf-Grounds, C. (2009) Essential skills in family therapy. New York: Guilford
Pilling, S.; Roth, A. and Stratton, P. (2010) The competencies required to deliver effective systemic therapies http://www.ucl.ac.uk/clinical-psychology/CORE/systemic_framework.htm
Stanton, M. and Welsh, R. (2011) Speciality competencies in couple and family psychology. New York: Oxford University Press
Williams, L.; Edwards, T.; Patterson, J. and Chamow, L. (2011) Essential assessment skills for couple and family therapy. New York; Guilford

Working with eating disorders:

Eisler I, Lock J and Le Grange D (2010) Family-based treatments for adolescent anorexia nervosa. In Grilo C and Mitchell J (Eds) The Treatment of Eating Disorders New York, Guilford Press
Simic M and Eisler I (2012) Family and Multifamily Therapy. In Fox J and Goss K (eds) Eating and its Disorders. Oxford, Willey-Blackwell
Eisler, Simic and colleagues (2012) Maudsley Child and Adolescents Eating Disorders Service model and treatment manual for single and multi-family therapy for adolescent anorexia nervosa Unpublished treatment manual. South London and Maudsley NHS Foundation Trust
NICE (2004) Eating Disorders: Core Interventions in the Treatment and Management of Anorexia Nervosa, Bulimia Nervosa and Related Eating Disorders. A National Clinical Practice Guideline. London: National Institute for Clinical Excellence

Working with conduct disorder, self-harm and adolescent depression:

Henggeler, S.; Schoenwald, S.; Borduin, C.; Rowland, M. and Cuningham, P. (2009) Multisystemic therapy for antisocial behaviour in children and adolescents. New York: Guilford
Sexton, T. (2011) Functional family therapy in clinical practice. New York: Routledge

Diversity:

Beck, A., Naz, S., Brooks, M., & Jankowska, M., (2019). IAPT BAME Service User Positive Practice Guide, Retrieved from BABCP website: https://www.babcp.com/files/About/BAME/IAPT-BAME-PPG-2019.pdf
Bernal, G. and Domenech Rodriguez, M. (2015). Cultural Adaptations. Washington: American Psychological Association

Beck, A. (2016). Transcultural Cognitive Behavioural Therapy for Anxiety and Depression: A Practical Guide. London: Routledge/Taylor & Francis Group
Thornicroft, G. (2006). Shunned: Discrimination Against People with Mental Illness. Oxford: Oxford University Press

Indicative learning resources - Web based and electronic resources

MindEd sessions

Reach Out– Low Intensity Manual

National Programme Student Materials to Support the Delivery of Training for Psychological Wellbeing Practitioners Delivering Low Intensity Interventions

https://cedar.exeter.ac.uk/media/universityofexeter/schoolofpsychology/cedar/documents/Reach_Out_3rd_edition.pdf

Low Intensity Workbooks

Behavioural experiments workbook with children and young people: https://swcypiapt.com/resources/publications/

PWP workbooks

https://cedar.exeter.ac.uk/iapt/iaptinterventions/

NICE Guidelines

CG113

National Institute for Health and Clinical Excellence (2011). Generalised anxiety disorder and panic disorder in adults: management https://www.nice.org.uk/guidance/cg113

NG134

National Institute for Health and Clinical Excellence. (2005). Depression in children and young people: Identification and management https://www.nice.org.uk/guidance/ng134

CG31

National Institute for Health and Clinical Excellence. (2005). Obsessive-compulsive disorder and body dysmorphic disorder: treatment https://www.nice.org.uk/guidance/cg31

TA102

National Institute for Health and Clinical Excellence. (2006). Parent-training/education programmes in the management of children with conduct disorders.

https://www.nice.org.uk/sharedlearning/solihull-approach-parenting-group

PH20

National Institute for Health and Clinical Excellence. (2009). Social and emotional wellbeing in secondary education https://www.nice.org.uk/guidance/ph20

Websites

http://www.camhsnetwork.co.uk

http://www.cypiapt.org/children-and-young-peoples-project.php?accesscheck=%2Findex.php

https://swcypiapt.com/about/

https://www.minded.org.uk

http://www.ucl.ac.uk/CORE

No Health without Mental Health:

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_123766

Roth & Pilling (2007) & Roth, Calder & Pilling (NHS Education for Scotland Competence Framework for Workers in CAMHS Settings, 2011):

http://www.ucl.ac.uk/clinical-psychology/CORE/competence_frameworks.htm

Indicative learning resources - Other resources

Referencing: Please follow APA guidelines for referencing (7^th Edition). For more information, see: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

Key words search

Youth Intensive Psychological Practitioners, YIPP, Low Intensity, Young People Common Mental Health Problems, Inpatient, Evidence Based Psychological Therapies, Clinical Competency

Credit value	20
Module ECTS	10
Module pre-requisites	None
Module co-requisites	PYCM118 Working with Young people and their Families with severe and complex mental health needs: Assessment, Engagement and Formulation PYCM119 Working with Young people and their Families with severe and complex mental health needs: Therapeutic skills and Interventions to improve psychological wellbeing
NQF level (module)	7
Available as distance learning?	Yes
Origin date	21/02/2022
Last revision date	21/04/2023